Whitesmoke Writing Software - Quality Writing is Essential in the New Job Market
November 25, 2008 | Leave a Comment
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Quality Writing is Essential in the New Job Market “Online publications and services are growing in number and sophistication, spurring the demand for writers and editors with Web or multimedia experience.” - Bureau of Labor Statistics |
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| If you want to go forward in the new job market, you need to write, and write well. Statistics show that many employees spend up to 25% of their working hours writing, making it a paramount skill to master for your daily work. Are you prepared? | ||||||
| WhiteSmoke 2009 is a proofreading and editing tool that works with all software applications. It gives you instant grammar checking, spell checking, and style checking, as well as a one– click dictionary–thesaurus. | ||||||
| Get WhiteSmoke 2009 today and get that job | ||||||
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WhiteSmoke 2009 Review | Grammar Correction | Proofreading and Editing Writing Software
November 2, 2008 | Leave a Comment
WhiteSmoke 2009 is an innovative proofreading and editing tool with a single aim – to help you write better. Whether you simply want to compose well–written emails to family and friends, or you need professional results for business and corporate settings, WhiteSmoke consistently delivers
WhiteSmoke 2009 New Features
New GUI
WhiteSmoke 2009 introduces a new GUI with an improved workflow. Central to the new design is the presentation of WhiteSmoke’s suggestions and corrections. Replacing the pop-up menus of WhiteSmoke 2008, the user now receives corrections and suggestions in-line with the text, just like when a text is edited and proofread manually.”Our beta group is very pleased with this new development, which brings a more organic and ‘real-life’ feel to the writing and editing experience,” notes Liran Brenner, VP R&D at WhiteSmoke. Other changes include the placement of the additional writing tools (English Lessons, Templates, and the Dictionary) above the text area, and more intuitive placement of the “Check” and “Apply” buttons.
Style Checker
WhiteSmoke 2009 introduces a new collection of style checking features. The WhiteSmoke Style Checker includes WhiteSmoke’s patented Text Enrichment, a unique technology that has established WhiteSmoke in a field apart from competitors, as well as a range of new features that address overall writing style. Users will be notified of incomplete sentences, use of slang and IM speak, and informal sentence structures. These additional style checking features make WhiteSmoke 2009 a great leap forward from previous versions of WhiteSmoke, and consolidate the WhiteSmoke mission of creating an “all-in-one” writing tool.
Grammar Checker
WhiteSmoke 2009 introduces new grammar algorithms and updates to existing algorithms. Key new detections include confusions between countable and non-countable nouns (much/many, less/fewer), comparative/superlative mismatches (more nicer, less nicest), and recognition of run-on sentences. Updates to existing grammar algorithms have further improved the precision of WhiteSmoke’s corrections over a wider variety of possible sentence constructions.
whitesmoke 2009 business version review
With the WhiteSmoke 2009 Business Writing Version you can’t go wrong with any document you send out! Our online software corrects any potentially embarrassing grammar, punctuation, and spelling mistakes and takes your text to a new and more professional level with text enrichment suggestions relevant to the business world. The integrated dictionary-thesaurus, idiom database, and optional multi-language translator [Now Free] are complemented by 600 document templates that all-in-all provide you the best English writing package available!
whitesmoke 2009 Creative version review
Do you feel like you’ve got a burning desire to be a writer but afraid you still need to brush up on some writing basics? The WhiteSmoke online grammar and writing software is the all-in-one solution that caters to all your writing needs! It will correct grammar, spelling, and punctuation mistakes in any short story and essay you write. It will also provide you with text enrichment suggestions to enrich your writing with synonyms and extra adjectives and adverbs. The integrated dictionary-thesaurus, idiom database, 600 document templates, and online English lessons complete our unique all-in-one writing tool made just for you!
Get a free dictionary + ESL Online Video Tutorial Courses + Business English Video Tutorial Course
whitesmoke 2009 General Writing version review
Writing has never been more accessible than with the groundbreaking WhiteSmoke grammar and writing software. Whether you are a middle school student, about to hand in your first college thesis or already deep in the world of work, our software provides an all-in-one software package that caters to all your writing needs. Starting with grammar, punctuation, and spelling corrections all the way up to text enrichment suggestions of synonyms, adjectives, and adverbs, the WhiteSmoek English text enhancer does it all. Together with a built-in dictionary-thesaurus, idiom database, 600 document templates, and an optional multi-language translator, WhiteSmoke is just the writing tool you need to “Write Better – Right Now!”
whitesmoke 2009 Bio-Writing version review
Completing those patient progress forms or filing lengthy medical supply orders can be tedious and even embarrassing if sent out with mistakes. The WhiteSmoke online English grammar and writing software answers to all your needs as it corrects grammar, spelling, and punctuation mistakes. It goes even further by offering text enriching synonyms, adjectives, and adverbs – all suited to medical jargon. Completing this package are the integrated dictionary-thesaurus, 600 professional document templates, and the optional multi-language translator. All in all, WhiteSmoke is the best all-in-one writing solution to make you “Write Better – Right Now!”
whitesmoke 2009 Hi-tech version review
The Hi-Tech Writing version of WhiteSmoke is an excellent writing solution for Hi-Tech and IT professionals. Like all versions of WhiteSmoke, you get full access to our advanced grammar checker and spell checker, as well as the style checker, which provides text enhancement suggestions to improve your writing. The dictionary-thesaurus and the spelling database of the Hi-Tech Writing version are tailored for the specific writing needs of Hi-Tech and IT professionals.
whitesmoke 2009 Executive version review
If you are an executive manager who just doesn’t have time for editing emails and business proposals, then WhiteSmoke’s English grammar and writing software is the solution you’ve been waiting for. The Executive Version includes the text enrichment capabilities of all other WhiteSmoke versions (business, creative, legal, medical, and general), and WhiteSmoke’s world-leading grammar, spelling, and punctuation correction. These core features are backed by a one-click dictionary-thesaurus, and over 600 professional document templates. WhiteSmoke’s all-in-one solution is the best bang for your writing buck!
Whitesmoke 2009 Business English Video Tutorials
WhiteSmoke’s Business English Video Tutorial Course is based on a comprehensive and highly interactive method to help you learn the “ins and outs” of Business English. The course is based around a series of real-life business scenarios, which help you acquire the necessary communication skills through actual business interactions. There are achievement tests to help you track your progress, and detailed case studies to help you get the most out of your Business English learning experience.
Now buying any whitesmoke Products, get this Free!!
Whitesmoke 2009 ESL Online Video Tutorials
WhiteSmoke’s ESL Online Video Tutorial Courses are based on a comprehensive and highly interactive method to help you learn the “ins and outs” of English as a second language. The courses are based around real-life scenarios, which help you acquire the necessary communication skills through actual interactions. There are achievement tests to help you track your progress, and detailed case studies to help you get the most out of your English learning experience.
Now buying any whitesmoke Products, get this Free!!
The Writing Process - Guide to effective writing for Technical Writers
October 18, 2008 | Leave a Comment
Introduction
One of the more difficult tasks facing IT people is finding the best way of putting across technical information in a nontechnical way.
Nontechnical writing is often the most difficult type of communication for IT people (“techos” as they are sometimes known) to do well. This is because such writing calls for communication between people with widely different backgrounds.
Nontechnical writing takes technical information and translates into ideas that can be readily understood by people who are perhaps skilled in other areas or other disciplines.
Nontechnical writing presents a situation much like that involved with translating a foreign language. When you are speaking to someone who shares a common background and language, they can fill in the gaps and make up for mistakes in your communication. However when speaking to someone who has a different background and speaks a different language, they cannot make up for gaps and mistakes, and need additional explanation.
1. The Writing Process
This is a very important section for people who have not spent half their lives learning the many techniques of writing good, easy to read prose. While there’s no real substitute for those years, by applying some basic principles the result might be quite good.
1.1. Clear & effective communication
A subject as large as this could fill a library, but as big a subject as it is, there are some general guidelines which can be applied to help you write more readable reports.
If you are serious about becoming a better writer, you’ll take the following guidelines to heart and practice them. They were mainly put forward by the English writer George Orwell in his book Politics and the English Language (1947). Taught in university courses, practised by experienced writers everywhere, they can be considered some of the “tricks of the trade”.
By implementing the techniques outlined in this document you will be able to use language as an “instrument of expressing and not for concealing or preventing thought”.
1.2. No tired figures of speech
It is a fact that when communicating, people often use expressions and clichés that have become overworked. They may once have been full of impact, able to grab a readers attention with the freshness of their imagery. But after 1,000 uses, they are past their “use by” date and deserve to be retired. Take the time to think of new ways to express familiar ideas and your writing will benefit.
1.3. Short not long words
Never use a long word when a short one will do; use “timely” not “auspicious” or “opportune, use “set” rather than “predetermined”.
Short words tend to be more specific or concrete, making the message more definite. Short words also usually have more impact.
Use a specific, concrete word instead of a general, abstract one. Instead of: “We should request management to do something about their high overheads”, say “Let’s ask John, Susan and Peter to suggest five ways of cutting departmental costs”.
Examples of general (usually long) versus specific (mostly short) include:
- stringed instrument/guitar.
- transport vehicle/car.
- public service department/Queens land Transport.
- entertainment/movie.
- science/biology.
- sporting event/Olympic Games.
Specific words help by allowing the other person to see a clear meaning, general or abstract words tend to obscure meaning.
1.3.1. Economical & precise with words
Economical. if it’s possible to cut a word out without losing the meaning, always cut it out. For example to write: “You can begin to down load the data to the hard disk of the computer by loading the diskette into the diskette drive and selecting “down load” from the Utilities menu which is found in the System Administration area..” Is not as economical as: “To down load the data to the PC, insert the diskette and select “down load” from the Utilities Menu”.
They both get the same meaning across but the first includes extra words which add nothing to the clarity of the statement, but which the reader is obliged to plough through nevertheless. In this example it isn’t necessary to tell the reader where the down loaded data will go or where to insert the diskette or even that the Utilities menu is in the System Administration area if this section is dealing with the System Administration area as a whole.
The rule of thumb is, don’t make people read more than they need, they get in the way, waste time and cause irritation when done to excess.
Precise With around 500,000 words (not including technical), English has perhaps the largest number of words of any language. With such a variety, try to choose the words which best express your thought. Many words have only slight differences in meaning; i.e. assisted, benefited, served, helped. Or meritorious, illustrious, distinguished, significant, renowned.
The best way to achieve precision is to:
- Think carefully about what you’re saying, and
- Have a broad enough vocabulary. A good way to build your vocabulary is to make a point of looking up words you don’t know and perhaps using a thesaurus when writing a document.
1.3.2. Active not passive
Always use the active voice where possible. Active voice has more impact than passive voice and is usually more concise as well. For example it’s better to write: ‘use the active voice’ than to say: ‘the use of passive voice is to be discouraged’.
Notice the diluted effect that the passive voice creates. An enormous amount of what is written in organizations suffers from this problem. Why? Partly through habit, partly through a desire to lend authority to the words and partly to hide a lack of real understanding of the subject. Half-baked or incomplete thoughts tend to be expressed this way.
1.3.3. Everyday English not foreign, jargon or scientific
Except in situations where these are specifically called for, everyday English should be used rather than foreign, jargon or scientific words (i.e. not used for the sake of appearing knowledgeable). As a general guide, choose words that are likely to be understood by the largest number of people unless you are writing for a highly specialized readership.
It is often more difficult to use a common word when the concept is normally described in technical terms. Never assume that people know the meaning of technical words unless they have specific training (i.e. a computer science graduate can be expected to know computer jargon, but the accounts clerk who is actually using the software cannot be expected to understand computer jargon.
1.3.4. Prefabricated language
Orwell also pointed to the habit many people have of using “prefabricated” language. Rather than making the effort to think of new ways of describing things, most people lazily continue to use the same old expressions they’ve been using for years. For example: ‘At this point, the weekly invoice run is initiated and without further ado will run until finished.’ Contains two pieces of prefabricated language; “at this point” and “without further ado’.
The result of overused expressions is that the message may not get through since the reader has tuned out after encountering too many overworked phrases. Original sounding language helps get the message across by sparking the reader’s interest. In the above example, you could say: ‘The weekly invoice run now commences.” Not using prefabricated language also leads to the economical expression of ideas.
1.3.5. Present tense not past/future
Unless it specifically applies, use present tense. Say “Pressing accepts the default value” rather than “Pressing will accept . .” (future tense). Another example, “use active voice in the present tense” rather than “the use of passive voice in the future tense is to be discouraged’.
Using present tense makes the message sound more immediate. The reader unconsciously thinks if it’s happening now, it’s worth knowing. If it’s happening in the future, let’s wait until it happens. If it’s already happened, it’s history.
1.3.6. Avoiding overstatement
This general guideline applies to all communication. In an attempt to strengthen their message, many people resort to overstatement - words that convey an exaggerated view of a person, event or situation. If someone says “You never help me with my work” they invite a reply like “Of course I help you, what about last week?’.
When a speaker exaggerates it usually makes the other person defensive - all of which gets in the way of clear communication. It’s better to limit yourself to simply stating the facts, it shows that you’re being fair and mindful of the other person’s feelings.
1.3.7. Adapting words to the reader
To help the other person perceive what you’re saying as interesting and intelligible. Certainly, using precise specific words adds interest as mentioned earlier, but you can also add interest by being concise and colorful in your phrasing.
Another way to add interest is to use colorful, non cliché expressions. For example, to describe an experience as being “electrifying” is colorful but commonplace, to say it was “like touching an electric fence” adds color and freshness, making it both more interesting and entertaining for the listener/reader.
1.3.8. Never barbarous (advisory only)
Note: This section is for general interest only. It is included for the sake of completeness. Despite the fact that opportunities to use “barbarous” language in reports are limited, it is still worth mentioning since it is perhaps the most corrupting use of language seen today.
Orwell makes the point because he was appalled at the way governments would use terms like “collateral damage” to describe the deaths of innocent people, or their own soldiers being killed by “friendly fire” (mistakenly killed by their own side), or “ethnic cleansing” used to describe genocide.
Notice that barbarous terms are abstract, they don’t have a down-to-earth meaning. “Collateral damage” would become horrifying if the meaning was made concrete by showing the victims as real people - perhaps one’s own husband, wife or children. “Ethnic cleansing” sounds almost harmless but its real meaning is barbaric when you imagine it happening in your street, to people you know.
Why is it done? Usually as a way of legitimizing or “selling” acts of barbarism to people who would otherwise object. As an exercise, the next time a war occurs in which Australia or it’s allies are involved, listen to the way in which the events are described in the media. The words are carefully chosen to persuade us that the war is necessary because “we” are right and “they” are wrong. People often forget that there is no absolute right or wrong when it comes to why nations go to war. It is up to governments to “sell” the idea by glorifying our own cause and demonising the enemy’s.
1.4. Non sexist language
Care should be taken to avoid sexist (or nondiscriminatory as it is legally known) language.
As a general guide:
- Make no gender assumptions - avoid using language which assumes a person’s gender. Today, there are very few jobs where a person is always male or female. Instead of saying “he/she” or “they” when mentioning a person, refer to their job title or function, i.e. “the data entry clerk” or “the user” or simply as “you”.
- Don’t get carried away with removing apparent gender bias in language. With the best of intentions it can mutilate language. For example a “manhole” cover is the generic name of the object and to call it a “personhole” cover obscures it’s meaning and leaves itself open to ridicule, whereas “access” cover is acceptable.
- Further information - if in doubt, consult the Anti-Discrimination Act and the Equal Opportunity in Public Employment Act relevant to your state.
1.5. Writer’s block
Common causes of writer’s block include:
- Internal censor - imaginary, internal critic, speaking with the voice of teachers, parents or other authority figures. The censor makes us reject what might have been written before the writing process has a chance to get under way.
- Fear of failure - originates also from authority figures. It makes us see writing as difficult or risky. It generates anxiety and lack of self-esteem (I’m a hopeless writer!)
- Perfectionism - having unrealistically high standards, not setting realistic goals.
- Procrastination - you begin by sitting down to make a start. After a time you’re thinking of all the things you could be doing - some of them quite important which should probably be done right away. Next thing you know, you’re doing that something else and thinking “Well I’ll get back to that later”. This is the gentle art of procrastination whose basis lies deep in the heart of human nature.
1.5.1. Preparation
The problem is often that you’re expecting to hear the finished product being dictated in your mind by that mysterious process called inspiration. But before the words will start to flow you need to know a lot about the subject. So if you are experiencing writer’s block, it’s generally a sign that you don’t yet know enough about the subject. Spend some more time preparing and getting to know the subject well.
1.5.2. Make a start
Another tip is to lower your expectations about the quality of output at the beginning and just write what you do know even if it sounds half baked. The important thing is to start the flow of words one way or another. Concentrate on getting as much down as possible with the intention of going back and correcting it later. It doesn’t matter at this stage how bad it sounds, no one else need see it. Anything you write now can be changed later in the light of a better understanding of the subject.
1.5.3. Review the reference material
If that doesn’t help, go back and review the reference material you have prepared. A lack of reference material as discussed in the previous chapter is the source of writer’s block. It highlights the importance of thorough presentation to the success of the documentation.
1.6. Environment
Most people work best in a quiet, comfortable environment, as free as possible from interruptions and distractions. Easier said than done in many work places, particularly when the telephone never stops ringing and coworkers frequently want to chat.
It is important to arrange a time and a place during the working day where you can work in a quiet, interruption free environment, since you need to be able to concentrate and follow a train of thought for an extended period.
1.7. Routine
Get into the habit of writing everyday. It helps to reinforce the writing process and to overcome writer’s block.
The process of writing involves using the part of your mind that performs the enormously complex task of turning ideas into language. Unless you use this acquired skill regularly, it falls into disuse. It gets rusty and won’t work properly. It’s similar in some ways to physical fitness. Just as regular exercise keeps a person fit, writing something every day helps to keep your writing faculties in good working condition. Schedule a period each day to work on the documentation and do everything you can to stick to the schedule. If your other commitments make it difficult to allocate time on a regular basis, discuss the matter with your manager with a view to reorganizing your work load.
1.8. Ergonomics
Since writing involves sitting in one position for long periods, certain ergonomic factors need to be considered. These include the following:
1.8.1. Chair
Provide yourself with a chair that gives good lumbar (lower back) support. Try to avoid slouching in the chair for long periods as this places strain on the lumber vertebrae.
1.8.2. Screen
The screen should be on or around eye level and not closer than around 40 centimeters. Screens (liquid crystal flat screen types excepted) do emit a small amount of radiation. While no definite proof exists that this radiation is harmful to humans, many people do report degrees of discomfort and eyestrain. Common sense would suggest trying to minimize your exposure. Using an earthed radiation shield is recommended. The intensity of radiation coming from a screen decreases rapidly the further away the screen is. Therefore, position the screen to be as close as it needs to be to allow your eyes to comfortably read the words on the screen, and no closer.
Adjust the brightness to be just bright enough rather than brighter than necessary. If the brightness needs to be high to overcome reflected light from windows, either rearrange the screen away from the direct light, or arrange blinds. All of this helps to minimize eyestrain.
1.8.3. Regular breaks
Occupational health guidelines recommend taking a break every hour by getting up and walking around. This not only helps your circulation and eyes, it also clears the mind.
1.8.4. Keyboard
Your wrists should not need to be bent while using the keyboard. Studies show that Repetitive Strain Injury (RSI) can occur where a keyboard operator, over a long period, constantly types with bent wrists. The strain is due to the tendons which pass through the wrist from the lower arm to the hands becoming inflamed because they are being stretched and constricted as they pass through the narrow aperture in the wrist known as the Carpal Tunnel.
Avoid this possibility by making sure the keyboard is not too high. Either adjust the seat higher up, or arrange for a lower desk or a keyboard drawer which fits under the desk top, or a wrist support pad.
White Smoke 2009 - Computer Make Your Text Grammatically Terrific
October 15, 2008 | Leave a Comment
After several years of research and development on the promising idea of an intelligent writing tool for correcting and enhancing a user’s text, White Smoke 2009 says thet can deliver it. Featuring a grammar checking engine that detects a wider range of errors than any other commercial grammar checker, and a range of other tools to create an all-in-one writing solution, White Smoke 2009 says it is the ideal software application for writers, copy editors and at-home Internet users who are concerned with creating error-free texts.
Community is the Key
“The real secret behind White Smoke’s technologies is our user base. Our users give us constant feedback, and a very wide variety of texts for analysis - without this interaction, our algorithms would not be so advanced,” states Liran Brenner, VP R&D at White Smoke. “Our users make a passionate community, and have stuck with the product throughout its development due to the great potential it brings to written communications. White Smoke’s writing technologies level the playing field, allowing English as a Second Language speakers, and those of us who simply need a good editor for our writing, to confidently write error-free texts.”
White Smoke writing technologies are based on natural language processing (NLP) technology. The program works by analyzing an entire sentence, understanding the structure, and making corrections and suggestions based on a combination of grammar rules and complex statistical models. This approach is unique, and was a factor in leading Business 2.0 to include White Smoke as one of its “31 Best Business Ideas in the World” of 2006. The latest release, White Smoke 2009, is the complete fruition of the White Smoke idea - an intelligent and dynamic tool for writers; a tool that works alongside any text-based application.
Hilla Ovil-Brenner, White Smoke CEO, says, “I am proud to say that White Smoke 2009 is a very mature product for professional writers, and for people who just want to write correct English in their emails and instant messages. Now that we have launched White Smoke 2009 with its advanced grammar checking and style checking features, we hope to reach out to a wider audience, especially writing and copy editing professionals, and writers of English as a Second Language. The new Hi-Tech Writing profile is also aimed at high tech and IT professionals, another niche that needs professional text editing and enhancement. We at White Smoke truly hope to revolutionize written online communications by bringing quality English to everyone.”
White Smoke is a company in the field of English writing technologies with a focus on products that enhance and correct grammar, spelling, and writing style. White Smoke products are based on natural language processing (NLP) technology, featuring unique and patented artificial intelligence algorithms for text analysis. As well as the White Smoke 2009 desktop software, White Smoke makes its technologies available through other channels, such as a browser-based text editor, and specialized OEM versions designed for integration with 3rd party service providers.
See the White Smoke website for further information
Word vs. WhiteSmoke 2009 - Which Checks Your Writing Better?
October 12, 2008 | Leave a Comment
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TESL/TEFL qualifications
October 12, 2008 | Leave a Comment
What training or qualifications do I need?
As with any job, the more you have to offer in terms of qualifications and experience, the better your chances of landing a well paid job with opportunities for advancement.
However it is also true that requirements vary from country to country and even from school to school.
For example, there are small schools with one classroom and a few students and there are universities with several campuses and thousands of students. There are entry level jobs and there are advanced DoS jobs.
Likewise, there are countries where certain qualifications are required to satisfy the visa regulations and they are not so much a requirement of the institute that hires you. For example, you will need to hold a degree if you want to obtain your work visa and work legally in many in Asian countries.
No Qualifications
Although there are jobs available to teachers with no qualifications whatsoever, we would not recommend this approach.
Firstly it is unfair to your students who will be expecting a professional, well trained teacher who will be able to help them learn English. They are most likely paying a lot of money to learn and they should be respected for this.
Secondly it is unfair to yourself. You will almost certainly flounder and find problems if you do not have even a basic grasp of teaching technique and subject matter. If you have training, you will find the work much easier and much more enjoyable.
On another tack, many schools who employ teachers without qualifications are likely to be breaking the law as most countries have minimum legal requirements for teachers. This being the case you will not only be paid less but be also employed illegally and if discovered you will at best be forced to leave the school and possibly the country and at worst be imprisoned.
Jobs like this are found by knocking on doors. It’s unlikely that you can apply for work and be offered a position unless you’ve got more than a scrap of paper from your high school.
Degree
With a university degree you can get offered a job at the lower end of the market in one of the less prestigious countries. Whether you’ll be employed without a TESL/TEFL Certificate will depend on the needs and desperation of the employer. In other words, with two untried candidates, the Certificate holder will get the job.
Remember, although you can probably find work with just a degree, we would always recommend getting some kind of training - however basic - before starting work. A simple introductory course (such as an online course) will make your teaching so much better and you’ll be so much more confident in class that it will make all the difference in the world to your first year’s teaching.
Degree + TESL/TEFL Certificate
A Degree and a TESL/TEFL Certificate is generally accepted to be the minimum entry level requirement for a new teacher. You can find work in most places and a lot of the jobs advertised will need these as basic requirements. But, there are Certificates and there are Certificates.
There is currently NO independent board of accreditation or assessment for Certificates. This means that each institute, school, or organization recognizes their own Certificate and accreditation comes from good practice, professional standards and reputation.
Online TESL/TEFL Certificates
Online courses offer a great training opportunity at entry level. They can provide a thorough grounding in a new career and the right tools to approach a new profession within a manageable amount of time and finances.
No matter what traditional in house course providers say to discredit online courses, the truth of the matter is that there has been a dramatic change in attitude towards online certification in the last ten years and online training is here to stay, so much so that even Cambridge University – traditionally a stronghold of in house training is changing their courses to meet the ever growing demand for online training.
But the change does not only come from the course provider’s side. More and more schools around the world recognize the value of online certificates issued by professional organizations like ICAL, and employers no longer discriminate between Certificates obtained through traditional institutes and those online.
Just be careful who you choose as your course provider (and this applies whether they are online or not) and make sure what they offer is of good standard. You can find quality online courses that will give you not only a widely accepted Certificate but also, and perhaps more importantly, will prepare you for the job.
If at all unsure which way to go, check first with the school owner.
The bottom line is that it is the employer who chooses, so if you are at all uncertain about the course to take, check out the requirements in the jobs on offer and, if need be, contact your agent or prospective employer and ask them what they are looking for.
In House Courses
There are many traditional in house courses offered by various English language schools around the world. Attendance is compulsory and fees are relativley high, certainly much higher than the fees for online courses. Some contact hours (classroom presentation & observation) are usually part of a typical in house training course.
CELTA (Certificate in English Language Teaching to Adults) is a Certificate awarded by Cambridge ESOL.
It is a fairly intensive certificate program in terms of finance, workload and commitment, and a bit of an overkill if you are on a gap year or just trying out teaching for a while.
Unless your intention is to remain within the ESL industry and build a career for yourself in this field then you could quite happily opt for a basic TESL/TEFL Certificate.
As mentioned above, in most places the basic requirements for entry level teaching positions are a degree plus a TESL/TEFL certificate - not necessarily a CELTA.
CELTA is undoubtedly a popular qualification especially in Europe, but has far less clout in other parts of the world like Asia, for example.
CELTA is offered by English language schools selected and monitored by Cambridge University, who runs the course. In theory the schools should get annual check ups and approval from Cambridge but in practice once they have become an approved Cambridge Center they pretty much run the course as they wish and standards do vary, so much so that poor standards are a recurrent complaint from teachers taking the CELTA course in various centers around the world.
Trinity TESOL Certificate is issued by Trinity College. It doesn’t have the external assessment that CELTA has, but it is still fairly well regarded in the ELT community.
Trinity is less recognized than the CELTA so a few jobs might not be open to Trinity certificate holders, but there are still plenty of schools which accept this certificate. Though this certificate is far more known in Europe than elsewhere.
Both CELTA and Trinity are demanding in terms of finances, time and commitment.
Online or In House
There are quite a few good courses (and several bad ones!) both online and in house to choose from. As for which would be the best course for you it really depends on how much time, money, and commitment you are prepared to invest.
Whether you are considering a traditional in house course or training online start by asking a few providers for their course syllabus and compare them. Check their tutors’ credentials. Make sure the course requires some actual work on your part and it is not based on “Yes or No” answers or “Read This Unit and Summarize It” type of coursework. Try and find out what other students who have taken the course say about it. Basically do as much research as you can.
Higher Level Qualifications
As mentioned above, the Certificate is the basic qualification for teaching English. If you’ve been in the game a few years and fancy climbing higher on the ladder to fame, success and fortune, then you should think about a higher qualification.
The Diploma is one option along with the MA, which is a university degree course. Both these should only be undertaken by experienced and previously well qualified teachers.
Diploma
A diploma is the next level up from a Certificate. If you have substantial experience of teaching English to speakers of other languages or are looking at professional development then you may want to consider getting a diploma.
TESL Diplomas are usually offered by universities.
MA TESOL
Usually an MA TESOL is a course for experienced TESOL professionals or for people who already have an understanding of the subject but wish to further their knowledge.
MA programmes are designed for students who plan to teach in the UK and the USA, or who plan to do research on the teaching, learning or assessment of English as a second or foreign language.
In the US you would need an MA to meet the licensing requirements for teaching in any public school. Many private schools also list it as one of their requirements for employment.
To enroll in a MA TESOL program you will normally need a first degree or equivalent and two years experience of teaching English as a second or foreign language. If your first language is not English, you will also be asked to provide evidence of your competence in English.
English Tips for ESL Learners
October 12, 2008 | Leave a Comment
English can be a challenging second language. It’s a big language with a daunting amount of vocabulary. Much of that vocabulary is confusing or contradictory, with homonyms that sound the same but are spelled differently, and inconsistent spelling rules. Regular verbs in English are fairly simple to conjugate, but there are many, many irregular verbs. When the rules and exceptions have been mastered, you still must learn English idioms, phrases which mean more than the literal translation of their words.
English Vocabulary
English is a living and evolving language with a rich, diverse history. Much of English has its roots in Latin, and this gives the language a certain order and predictability. English, however, has borrowed from dozens of languages over the years. This wealth of diversity makes the study of English an endlessly fascinating challenge.
Homonyms
One of the toughest challenges in building an English vocabulary is differentiating between homonyms, words which sound the same but have a different meaning. Sometimes the spelling is the same. A “vault” is a safe or strongbox. “To vault” is to jump over something.
Often homonyms are spelled differently. Here is a list of a few common homonyms. There are many more.
It’s - It is.
Its - Belonging to it. This is an exception to the usual rule about using an apostrophe to indicate possession.
Led - Past tense of the verb “to lead.”
Lead (pronounced “led”) - a soft, heavy grey metal.
Break - To badly damage something; a gap or interruption.
Brake - To stop.
Higher - With more height.
Hire - To employ.
Peace - The opposite of war or strife.
Piece - Part of something.
Spelling Rules
English spelling can be distressingly inconsistent. “Stuff,” “tough,” and “Ralph” all end with the same sound. “Ambitious,” “vicious,” and “shoes” just about rhyme, while “tough” and “plough” sound very different. To make matters worse, spellings vary in different parts of the world. “Plough” is the British spelling for a farming implement that would be called a “plow” in the United States.
Here is an example of a mnemonic device for remembering spelling.
I before E, except after C,
or when sounded like “ay,” as in “neighbor” and “weigh.”
This covers many situations.
I before E - this covers words like “relief” and “grieve”
except after C - this covers words like “conceive” and “receipt”
or when sounded like “ay,” as in “neighbor” and “weigh” - this covers words like “freight”
However, there are still exceptions. The past tense or plural form of words ending in “cy” will be “cied” or “cies.” Examples include “fancied” and “emergencies.” There are many other exceptions, including “conscience,” “ancient,” “glacier,” and “society.”
Plurals
The rules in English for creating the plural form of nouns are fairly simple. Add an “s” to the end of the word. If the word ends in “y,” change the “y” to “ies.” If the word ends in “f,” change the “f” to “ves.” There are, however, many exceptions. Here are a few examples.
Singular Plural
mouse mice
moose moose
goose geese
cow cows or cattle
child children
Verbs
The English language has many irregular verbs. The most significant example is the verb “to be.”
I am hungry.
You are hungry.
He is hungry.
I will be hungry.
Yesterday I was hungry.
Many verbs have an irregular form in the past tense. Here are some common examples.
Present Past
catch caught
come came
do did
fly flew
freeze froze
get got
hide hid
send sent
sleep slept
take took
tell told
Idioms
An idiom is a common figurative expression. An idiom will usually be recognized immediately by a native English speaker, but the meaning may not be clear to someone from another culture. Here are some examples of common English idioms.
A bit much - excessive; too much
A little bird told me - someone told me, and I don’t want to say who
A penny for your thoughts - what are you thinking about?
About-face - a complete change of direction or opinion
Made of money - has plenty of money
Make a mountain out of a molehill - make a small problem seem much bigger
Much ado about nothing - a lot of fuss about something insignificant
Packed like sardines - extremely crowded
Pain in the neck - something annoying
Paint the town red - go out partying and drinking
Put your foot in your mouth - say something inappropriate or embarrassing
Tall order - something difficult to achieve
Tall tale - a story that is exaggerated and untrue
Think outside the box - think creatively, without limitations
Tongue in cheek - something spoken “with tongue in cheek” is not meant to be taken seriously
Baby boomer - an American or Canadian born just after World War II
Egg on your face - you look foolish or embarrassed
Elbow grease - hard physical work
Effectiveness of a Remedial Programme on Grammatical Errors in Writings of Engineering Students
October 12, 2008 | Leave a Comment
Chapter 1
Introduction
The present study is an attempt to find out the factors that mar the ESP students’ use of English language for academic / professional purposes. The study consists of a remedial programme that is designed to rectify some typical grammatical errors in the writings of a group of students learning English for a specific purpose. It aims at providing a specially designed remedial programme to be helpful in making the ESP students more efficient in receiving and reproducing their domain knowledge with the help of accurate and appropriate linguistic expressions.
This introductory chapter opens with a discussion of the present study’s aptness within the contexts of Gujarat and regional students. Basically the whole study aims at discussing the problem in terms of English as a second language. It is followed by definition and division of types of error, the need of error analysis and some basic discussion about remedial programmes in general.
1.1 Problem Statement
The problem statement for this research is: “Effectiveness of a remedial programme on grammatical errors in writings of engineering students”.
1.2 Definition of terms:
a. Effectiveness: It is a qualitative measure of success of a pre decided target.
b. Remedial programme: Remedial programme is a solution to a problem that has been observed and analyzed. A remedial programme is especially designed to correct the very specific drawback which has been recognized during the study. So at the end if the programme achieves the target, i.e. correction of the errors, it is successful.
c. Grammatical errors: Grammatical errors are a specific type of errors where there are problems with the basic structure of sentence formation, or sequence of the words in a sentence, due to which, the communication is marred.
d. Writings: Writing is one of the output skills, and those who learn English as a second language, use this skill as their basic expression of a language. Therefore, here too the source of data would be the writings of students only.
1.3 English in Gujarat
When a foreign language is used in a multilingual country like India, it has a very sensitive and complex role to play. English, being a global language, is an essential part of languages used in Gujarat as well, like any other region in India.
But, in order to recognize the status or role of English language in culture and education exchanges in Gujarat or any other region, first we have to see whether it plays the role of a second language or a foreign language only. In the introduction to “Reading in English Language Teaching in India”, S. Kudchedkar explains the same as under:
“Even when a language does not function as the mother tongue of any section of the population of the country, it may, none the less, fulfill such an important role within the country that it can be termed a second language. When a language has no such role to play, but is studied purely from a cultural or a humanistic point of view by those interested in its literature or culture, or from a utilitarian point of view by those who require it for purposes such as business relations or studies abroad, it may be termed a foreign language. In case of a second language, there is bound to be far more exposure to the language, there is bound to be far more exposure to the language in the environment, greater motivation to learn and greater justification in a compulsory subject of study.” (‘Introduction to Readings in English Language Teaching in India’, page. 3)
In India English is taken more as second language rather than a foreign language. It may be the third or the fourth language introduced to the children in the school. All these considerations affect the English language performance of Gujarati students.
Looking at it from a learner’s point of view, the exposure to English is there to a great extent – Newspapers, Sign boards, Television, Radio, and Internet etc. It acts as a link-language that link us with outside cultures.
All these considerations will affect the proficiency with which Gujarati students use English language.
In a highly culture bound region like Gujarat, where the speakers of other regional language are very less in number, an exposure to any other language but Gujarati doesn’t become a die hard necessity for majority of population. The same is the case with any other traditional sosociety of India. Metropolitan city where all cultures co-exist, the exposure to other languages is easily available and at the same time the degree of necessity also differs. So actually, language learning can’t be totally detached from the surrounding of the learner. When the real exposure is not there we try to compensate this limited exposure with fake classroom situation. However, now it is being thought very seriously to introduce English language to the Gujarati learners at least as a second language through curriculum, so that the use of the English language can become more efficient.
1.4 Error and Mistake
In order to analyze learners’ errors in a proper perspective, it is crucial to make a distinction between a “mistake” and an “error”. According to Brown (2000), a “mistake” refers to a performance error in that it is a failure to utilize a known system correctly, while an “error” is a noticeable deviation from the adult grammar of a native speaker, reflecting the interlanguage competence of the learner. This recognition process is followed by the error description process. We compare learners’ sentences with the correct sentences in target language, and find out the errors. The differences between these two in detailed can be described as under:
- Errors are result of ignorance. Whereas mistakes are result of stress.
- Errors of a learner have a definite pattern, whereas mistakes do not occur in pattern.
- Errors can’t be rectified by its doer, mistakes can be.
1.4.1 Significance of Error Analysis in Language Teaching and Learning
In order to teach a language, it is necessary to understand the process that goes on in the mind of the learner. Error analysis is a part of this process.
Significance
As Corder has pointed out, there is a vital difference between ‘errors’ and ‘mistakes’. He labels ‘mistakes’ as ‘performance errors’, which are like slip of pen. The learner himself can correct it later on, because they are not the results of unawareness, whereas, genuine errors are due to ignorance of rules. The learner can’t correct it by himself. They show the learner’s “transitional Competence”.
Error analysis is essentially significant because, as Jack Richards refers to Corder’s observation: “Learner’s correct sentences do not necessarily give evidence of the rules of the new language and the rules he has developed at given stages of his language development”. This can be done only by the errors he makes. And after knowing this only one can proceed in teaching. So, errors, and its analysis both are an inevitable part of teaching & learning.
1.4.2 Types of Errors
The errors can be divided as under:
1. Area: This means an error related to some specific area of language. It can be subdivided into:
a. Phonological error: These are the errors related to pronunciation. E.g. in a word like ‘river’ the last ‘r’ should not be pronounced fully. If this is done, it’s a phonological error.
b. Lexical error: These are the errors related to words. E.g. ‘air-conditioned room’. Here, ‘ed’ is not required. So this is a lexical error. It’s a use of wrong lexical items.
c. Grammatical error: These are errors due to problem with syntax. It is related to the sentence structure. E.g. “I prefer tea than coffee.” Here, underlined part is incorrect. There should be ‘to’ instead. So there is a grammatical error.
d. Semantical error : These errors are due to the ambiguity of meaning. E.g. “She is like ice-cream.”Here, meaning is not clear. This is called Semantical error.
e. Spellings: Due to incorrect spellings, the meaning is either not clear or is totally changed. E.g. “He is my sun.”
2. Form: These errors can be subdivided into:
a. Error of addition: When there is unnecessary addition of characters or items, this type of error arises. E.g.” He faced a one problem.” Here the word ‘one’ is added unnecessarily.
b. Error of omission: This occurs due to dropping the necessary items. E.g. “My father name is XYZ.” Here an apostrophe to the word ‘father’ is dropped though required in order to clarify the meaning.
c. Error of selection: An improper selection from the existing options is the cause of such errors. E.g. “One day the king is going for hunting.” Here, from all existing tenses, only present progressive is selected, which is an improper selection in this contexts.
d. Error of order.: These errors occur due to incorrect order of words. E.g.”When
I shall meet you?’” here, the underlined parts have been placed in an incorrect order.
3. There can be interlingual error that arises due to L1 influence. E.g. a Gujarati learner of ESL would ask: “Where going you are?’ instead of “ Where are you going?”
4. Similarly, there can be intralingual errors that occur within the target lan